Access Lagos State Free Food and Nutrition Scheme of work for SSS3. SS3 Food and Nutrition Curriculum for Secondary School –Schemeofwork
SSS3 Food and Nutrition Scheme of Work First Term
| WKS | TOPIC | LESSON OBJECTIVES | ACTIVITIES | EMBEDDED CORE SKILLS | TEACHING RESOURCES |
| 1 | Beverages | By the end of the lesson, students should be able to: Explain the term beverages Classify beverages into Alcoholic and Non-alcoholic Beverages with examples Discuss the nutritive value of Beverages Highlight the characteristics of alcoholic and non-alcoholic Beverages | Whole class discussion on Beverages and its classification Small group discussion on Alcoholic and Non-alcoholic – beverages with examples and the leader presents the results for others to learn Whole class discussion on nutritive value and characteristics of Beverages | Critical thinking and problem solving Communication and Collaboration Leadership skills and personal development | Samples of Non Alcoholic and Alcoholic- Beverages https://www.dictionary.com>browse.Beverage https://setupmyhotel.com>369ClassificationofBeverages |
| 2 | Beverages: Non-alcoholic beverages | By the end of the lesson, students should be able to: Classify Non-Alcoholic beverages Justify each class of Non-Alcoholic beverages with examples | Whole class discussion on food spoilage, causes and agents of food spoilage Small group discussion and presentation on food preservation and principles of food preservation | Critical thinking and problem solving Digital Literacy | Some fruits for preparing fruit juice, milk, Cocoa powder, Lipton tea bag etc. https://www.sciencedirect.com>picsBeverage |
| 3 | Special Diets | By the end of the lesson, students should be able to: Explain the term: Special diets Explain the different types of Vegetarians’ Diets: Strict or Vegan, Lacto, Ovo, Lacto-ovo, Pescatarian, PollotarianDifferent between overweight and underweight diet.Discuss diets for persons suffering from:HIV/AIDSFever and InfectionOverweightDiarrhea Diabetes Ulcer etc. | Whole class discussion on Special Diets Whole class discussion on different types of Vegetarians and their Diets. Small group work/project on diets for different Vegetarians, overweight, underweight, HIV/AIDS, Fever & Infection diarrhea, diabetes, ulcer etc. the leader presents the write up for others to learn Students learn more on Special diet by clicking on this website: https://thebiomekitchen.com>Whatisaspecialdiet? | Critical thinking and problem solving Communication and Collaboration Leadership skills and personal development Digital literacy | https://thebiomekitchen.com>WhatisaSpecialDiet? Chart showing diets for special needs e.g. Overweight, Underweight, Vegetarians etc https://vegetarian-nation.com>TypesofVegetarianDiets. |
| 4 | Practical on Beverages and Special Diet | By the end of the lesson, students should be able to: Prepare and serve different types of Beverages, such as cocoa, coffee, tea, fruit drinks, juice, egg flip, milk drinksPrepare and serve dishes for vegetarians, overweight, diabetic, ulcer patient etc. | Small group work on recipe and cooking practical on different types of beverages, fruit drinks, juice, egg flip, milk drinks etc and special diets | Communication and Collaboration Citizenship Leadership Skills and personal Development | Ingredients for practical https://m.youtube.com>watchpreparatioofsimpleveberages |
| 5 | Cultural Food Habit | By the end of the lesson, students should be able to: Explain food habits, food fads, and food fallaciesAnalyse the factors influencing food habits Identify the traditional foods that are associated with taboos in their localities Justify food fallacies with examples and the real facts | Whole class discussion on food habits, food taboos, food fads and food fallacies Whole class discussions on factors influencing food habits Ethnic group discussion on traditional foods that are associated with taboos in their localities. The leader of each ethnic group presents the results for others to learn Whole class discussion on food fallacies and facts | Critical thinking and problem solving Communication and Collaboration Leadership skills and personal development | Teachers and Students food habits and culture https://www.eufic.org>article>Thefactorsthatinlufneceourfoodchoices |
| 6 | Traditional and Foreign dishes | By the end of the lesson, students should be able to: Explain the following terms:Traditional dishes Foreign dishes Sort out Traditional dishes from different localities Enumerate foreign dishes such as European dishes, American dishes, Japanese dishes, Chinese dishes, Indian dishes | Whole class discussion on traditional and foreign dishes Ethnic group work on traditional dishes from different localities and the leader of each group presents the results for others to learn Students learn more on Traditional and Foreign dishes by clicking on these websites: https://en.wikipwedia.org>wiki>tradituonalfood https://www.realsimple.com>internationalCookingandRecipes | Critical thinking and problem solving Communication and Collaboration Leadership skills and personal development Digital Literacy | Charts showing some traditional and foreign dishes https://en.wikipwedia.org>wiki>tradituonalfood https://www.realsimple.com>internationalCookingandRecipes |
| 7 | Mid-Term Break | ||||
| 8 | Practical on Traditional and Foreign dishes | By the end of the lesson, students should be able to: Prepare and serve Traditional Dishes from their ethnic group Prepare and serve Foreign dishes | Individual writing of recipe and cooking of Traditional dishes of their Ethnic group Individual writing of recipe and cooking of Foreign dishes | Critical thinking and problem solving Communication and Collaboration Leadership skills and personal development | Ingredients for the practical https://www.youtube.com>watchAllNigerianFood https://www.yoube.com>watchInternationalfoodrecipesshownonmychannel |
| 9 | Art of Entertainment | By the end of the lesson, students should be able to:Explain the terms: Entertainment Party Discuss the steps in organizing a party Justify the different types of parties e,g, Birthday party, surprise party, Dinner party, Garden party, Cocktail party, Tea party, Reception, Soirees, Dances and balls, Block party, Costume or fancy dress party, Christmas caroling party, Pool party, Fund raising party, Graduation party, Housewarming party, Welcome party, Farewell party etc. | Whole class discussion on Entertainment and parties and steps to follow in organizing a party Small group discussion on different types of parties (birthday party, surprise party, garden party, cocktail party, tea party, receptions, soirees, dances etc) and the leader presents the results for others to learn Students learn more on types of party by clicking on this website: https://en.m.wikipedia.org/wiki/Party | Critical thinking and problem solving Communication and Collaboration Leadership Skills and personal Development Digital literacy | Website: https://en.m.wikipedia.corg.wikiparty |
| 10 | Entertainment i. being a good Host/Hostess ii. Being a good Guest | By the end of the lesson students should be able to: Explain the following terms: a. Host/Hostess b. Guest c. Waiter/Waitress ii. Discuss the qualities of the following: a) A good Host/ Hostess b) A good guest c) A Waiter/ Waitress | Whole class discussion on hosts, hostesses guests, waiter/waitress Small group discussion on qualities of hosts or hostesses, guest, and waiters/ waitresses and the leader presents the results for others to learn | Critical thinking and problem solving Communication and Collaboration Leadership Skills and personal Development | Sample of invitation Letters/Cards Charts showing a party setting https://www.vocabulary.com>host |
| 11 | Table setting and Etiquette | By the end of the lesson students should be able to: i. Explain the following terms: a. Table setting b. Table etiquette (manner) ii. Differentiate between formal and informal table setting iii. Enumerate and identify Table setting requirement iv. Demonstrate how to set a table v. Highlight some table etiquette | Whole class discussion on table setting and table etiquettes Whole class discussion on formal and informal table settings Small group practical demonstration on setting of tables Whole class discussion on table etiquette Students learn more on table setting by clicking on these websites https://en.wikipedia.org>wiki>tablesetting https://www.youtube.com>watchHowtosetthetable https://www.youtube.com>watchHowtoSetaFormalTableSetting | Critical thinking and problem solving Communication and Collaboration Leadership Skills and personal Development Digital literacy | Materials for setting tables such as table cloths, table covers, plates, cutleries, natural flowers and flower vases etc. https://en.wikipedia.org>wiki>tablesetting https://www.youtube.com>watchHowtosetthetable https://www.youtube.com>watchHowtoSetaFormalTableSetting |
| 12 | Revision | ||||
| 13 | Examination |
Food and Nutrition Scheme of Work SSS3 Second Term
| WKS | TOPIC | LESSON OBJECTIVES | ACTIVITIES | EMBEDDED CORE SKILLS | TEACHING RESOURCES |
| 1 | Welcome test/Food Service | By the end of the lesson, students should be able to: Answer questions from the previous topics taught Explain Food service Differentiate between Formal and Informal Food services. Analyze the different types of Informal Service Justify the importance of Food service | Individual participation in the welcome test Whole class discussion on food service: formal and informal food services Small group work on different types of informal services with pictures and the leader presents the results for others to learn Whole class discussion on the importance of food service | Critical thinking and problem solving Communication and Collaboration Leadership skills and personal development | Past question Chart showing different types of Food services e.g. Buffet, Family service etc https://www.slideshare.net/iamrealmelissa/food-service-67652 942 https://homeguides.sfgate.com/difference-between-formal-informal-table-setting-103497.html#:~:test=An%20informal%20setting%20has%20minimal,be%20clesared%20and%20others%20added. https://www.etiquettescholar.com/dining_etiquette/rtable_manners/serving_techniques/informal_dinner_service.html https://poloandtweed.com/blog/formal-informal-table-settings |
| Self-employment (setting up and managing a catering enterprise) | By the end of the session, students should be able to: Explain the following terms: Discuss the characteristics of Entrepreneurship Discuss the advantages and disadvantages of Entrepreneur Enumerate and explain some factors contributing to the sources of an Enterprise. Discuss how to set up a catering Enterprise | Whole class discussion on entrepreneurs, entrepreneurship and enterprises Small group discussion on characteristics of entrepreneur, advantages and disadvantages of entrepreneur. The results for others to learn Whole class discussions on the factors that can contribute to the success of an entrepreneur Whole class discussion on how to set up a catering enterprise Students learn more on the topic using this link: https://www.nisbets.co.uk/how-to-start-a-catering-business | Critical thinking and problem solving Communication and Collaboration Leadership skills and personal development Digital literacy | A Chart showing a catering establishment https://smallbusiness.chron.com/start-small-catering-business-4830.html https://www.nisbets.co.uk/how-to-start-a-catering-business https://www.youtube.com/watch?v=kilgwJ1Tplo |
| 3 | Self – Employment Work ethics and Food packaging | By the end of the lesson students should be able to: Explain the following terms:Work ethics Packing Discuss good work ethics Enumerate reasons for packaging fruits Justify types and qualities of packaging materials | Whole class discussion on work ethics and good work ethics Whole class discussion on packaging and reasons why food should be packaged Whole class discussion on importance of adequate fruits packaging Small group work on types and qualities of packaging materials and the leader presents the leader presents the results for others to learn Students learn more on the topic by watching the video: https://www.youtube.com/watch?v=mLXfZGAV5Gw https://content.ces.ncsu.edu/packaging-requirements-for-fresh-fruits-and-vegetables | Critical thinking and problem solving Communication and Collaboration Leadership skills and personal development Digital literacy | Chart showing various food handlers and Catering establishments, Confectioneries shops. https://en.wikipedia.orga-wiki/Food_packaging https://www.youtube.com-watch?v=mLXfzGAVGw https://www.youtube.com/watch?v=BS6SjL21nPg https://businessday.ng/health/article/local-preservation-and-packaging-of-fruits-and-vegetables/ https://content.ces.nicsu.edu/packaging-requirements-for-fresh-fruits-and-vegetables |
| 4 | Experiential cookery | By the end of the lesson, students should be able to: Explain the term Recipe Identify sources of collecting information on Recipe Discuss methods of collecting information for Recipe Analyze the importance of collecting information Justify the advantages of a Recipe Create new Recipes | Whole class discussion on recipe, sources of and methods of collecting information on recipe Small group discussion on the importance of collecting recipe and the leader presents the results for others to learn Whole class discussion on advantages of recipe Individual student involvement on creating a recipe | Critical thinking and problem solving Communication and Collaboration Leadership skills and personal development Creativity and Imagination | Recipe Cards https://www.instructables.com/id/Cooking-experimentally/ |
| 5 | Test Interpretation | By the end of the lesson, students should be able to: Interpret any cooking test giving to them. Write out any cooking test given to them | Whole class discussion on how to interpret cooking test Individual interpretation of cooking test | Critical thinking and problem solving Creativity and Imagination | Cooking questions with their interpretations |
| 6 | Cooking Assignment | By the end of the lesson, students should be able to: i. interpret any cooking test and write out the time and cooking schedule for the tests | Individual involvement in a cooking assignment | Critical thinking and problem solving | Practical Cooking questions |
| 7 | Mid –Term – Break | ||||
| 8-13 | Revision | Revision | Revision | Revision | Revision |
ACHIEVEMENT STANDARDS
At the end of the session, students are able to:
- The students are able to explain the important of food nutrient to the body
- Plan good meals for the family
- Differentiate between modern and traditional kitchen also safety in kitchen
- Identify different methods of cooking
- Analysis vegetable, legumes, fruits and cereals
- Highlight beverages and special diets
- Prepare foreign and traditional dishes
- Interpret cooking test and set a well-balanced meal
